University Public Safety Partnerships That Advance Urban Development

Total Page:16

File Type:pdf, Size:1020Kb

University Public Safety Partnerships That Advance Urban Development University Public Safety Partnerships that Advance Urban Development COALITION OF URBAN SERVING UNIVERSITIES The Coalition of Urban Serving Universities (USU) is a president-led organization committed to enhancing urban university engagement to increase prosperity and opportunity in the nation’s cities and to tackling key urban challenges. The Coalition includes public urban research universities representing all U.S. geographic regions. The USU agenda focuses on creating a competitive workforce, building strong communities, and improving the health of a diverse population. The Coalition of Urban Universities (USU) has partnered with the Association of Public and Land-grant Universities (APLU) to establish an Office of Urban Initiatives, housed at APLU, to jointly lead an urban agenda for the nation’s public universities. ASSOCIATION OF PUBLIC AND LAND-GRANT UNIVERSITIES The Association of Public and Land-grant Universities (APLU) is a research, policy and advocacy organization representing over 230 public research universities, land-grant institutions, state university systems, and affiliated organizations. Founded in 1887, APLU is North America’s oldest higher education association with member institutions in all 50 U.S. states, the District of Columbia, four U.S. territories, Canada, and Mexico. Annually, APLU member campuses enroll 4.9 million undergraduates and 1.3 million graduate students, award 1.2 million degrees, employ 1.2 million faculty and staff, and conduct $43.9 billion in university-based research. B University Public Safety Partnerships That Advance Urban Development Contents Executive Summary iii The Problem 1 The Solution: Engage Urban Universities 2 Step 1: Explore the Field 3 Common Attributes of Effective Public Safety Partnerships 3 Common Challenges Facing Public Safety Partnerships 4 Step 2: Identify Key Issues Challenging the Field 5 Student Safety Off Campus 5 Community Safety 9 Step 3: Effective or Promising Practices 11 Student Safety Off Campus 11 Community Safety 15 Step 4: Action Steps to Advance Practice 19 Evaluate Current Cultural Competence and Other Training Programs 19 Training Action Steps 20 Scaled Implementation Action Steps 20 Dissemination 21 Conclusion 22 References 23 Executive Summary ublic safety concerns all communities across In the first section, we collected and compared the United States. Over the past decade, effective efforts across USU campuses, and identified P people’s sense of safety has been in decline. the following common characteristics. Yet, statistics indicate that crime overall has been decreasing, due in part to new technologies and more They were data driven, relying on evidence for innovative strategies. At the same time, in certain decision-making. neighborhoods—usually urban—crime and fear of They were people centered, focusing on quality of crime remain a daily truth, and the relationships life, not just crime reduction. between neighborhoods and police are as much a part of the problem as the solution. They were plan enabled—a part of a wider multifaceted strategy to strengthen neighborhoods Consequently, many cities face several interrelated or the city as a whole. challenges: (1) people in many urban places feel less safe—physically, economically, and socially; (2) fewer In the next section, the report documents effective resources are available to address societal problems; and innovative university-community partnership (3) demographic, technological, and political changes practices across the United States focused on student are undermining past practices and conceptions safety off-campus and community safety. of how the world works; and (4) innovative practices related to real and perceived safety often Specific practices identified to improve student safety lack support, in part due to the lack of credible off-campus addressed the following: evaluations and communications about their impacts. Student codes of conduct One powerful solution for many cities involves Good neighbor policies engaging anchor institutions as partners in addressing real and perceived safety beyond campus City ordinances boundaries. Such partnerships are most effective when these institutions’ anchor missions and actions Community reporting align with their communities’ priorities. The urban Sexual assault and misconduct university is a key anchor institution. As part of its national efforts, the Coalition of Urban Serving Rental inspection programs Universities (USU) engaged in a four-step process to (1) identify types of community-university safety Social media efforts partnerships and how they worked; (2) categorize Crime pattern assessments the key safety issues they addressed; (3) document effective or promising practices for each safety issue; Smartphone apps and (4) suggest actions available to communities and universities to address ongoing challenges. University Public Safety Partnerships That Advance Urban Development iii For the broader category of community safety, the Improving research about the effectiveness of USU variety of practices included the following: community safety partnerships Research practice partnerships Leveraging student research Federally funded programs Creating a comprehensive effective practices report Embedded researcher programs Training action steps: Institutes and centers for crime and safety analytics Enhancing scenario-based training for police Crime prevention through environmental design Expanding current cultural competence training to use and training community groups Training programs to enhance police department Identifying opportunities for effective distance legitimacy and community trust learning programs Enhanced community policing practices and Scaled implementation and dissemination action partnerships steps: Police officer recruitment and retention Pilot implementation of effective practices across innovations three to six campuses Recognizing the urgent need for even greater efforts Perform ongoing identification and evaluation of in many cities, the report concludes with a set of innovative and evidence-based practices possible action steps cities and universities might consider. These actions are categorized as evaluation Advocate for resources and policy change to and research, training, and scaled implementation. advance these efforts Evaluation and research action steps: In conclusion, this report is a first important step in identifying what universities and their partners Carefully evaluating current cultural competence can do to address their distinct set of public safety and training programs for police challenges. There remains much work to do. The key is to recognize that keeping students safe means Further exploring the ethical considerations making communities safer and vice versa. related to social media monitoring and use Expanding discussions beyond USU at meetings Partnerships are the only way forward. and conferences IV University Public Safety Partnerships That Advance Urban Development The Problem ublic safety concerns communities across the are undermining past practices and conceptions of United States. Over the past decade, people’s how the world works; and (4) innovative practices P sense of safety has been in decline. Findings related to real and perceived safety often lack from the Gallup polls on attitudes toward crime support, in part due to the lack of credible evaluations reveal an increase from 41 percent in 2001 to 68 and communications about their impacts. percent in 2013 of respondents saying “more” to the question, “Is there more crime in the U.S. than a year The conceptual solution described here offers a ago, or less?” Perceptions that crime is worsening way forward—one that can improve perceptions, are also very much a local issue. The percentage decrease crime, and ultimately help transform responding “more” to the Gallup question, “Is there the negative cultures that pervade neighborhoods more crime in your area than there was a year ago, most in need. And it does so by engaging anchor or less?” almost doubled, rocketing from 26 percent institutions in collaborative partnerships as part of a in 2001 to 48 percent in 2011. Yet, statistics indicate comprehensive, long-term solution that ties safety to that crime overall has been declining, due in part to sustainable, equitable urban development. new technologies and more innovative strategies. However, in certain neighborhoods—usually urban— crime and fear of crime remain a daily truth, and the relationships between neighborhoods and police Public safety is an essential are as much a part of the problem as the solution. Public safety is an essential feature of sustainable, feature of sustainable, healthy healthy neighborhoods and a sine qua non component of any strategy to combat distress in our urban neighborhoods and a sine qua communities. non component of any strategy As a society, we face several interrelated challenges: (1) people in many urban places feel less safe— to combat distress in our physically, economically, and socially; (2) fewer urban communities. resources are available to address societal problems; (3) demographic, technological, and political changes University Public Safety Partnerships That Advance Urban Development 1 The Solution: ENGAGE URBAN UNIVERSITIES he Coalition of Urban Serving Universities safety as part of a more comprehensive community (USU) is made up of the major set of public development strategy. While there is no single way T research higher education
Recommended publications
  • Colleges and Universities Play an Integral Role in the Prosperity And
    THE IMPACT OF INSTITUTIONS OF HIGHER EDUCATION ON URBAN AND METROPOLITAN AREAS Assessment of the Coalition of Urban and Metropolitan Universities REPORT FOR THE COALITION OF URBAN AND METROPOLITAN UNIVERSITIES MARCH, 2011 Data Collection, Analysis, and Report by The Great Cities Institute at the University of Illinois at Chicago David Perry Carrie Menendez the Information contained in this report is not to be Circulated without the consent of the Coalition of Urban and Metropolitan Universities Survey Steering Committee INTRODUCTION Colleges and universities play an integral role in the prosperity and life of the communities in which they are located, exhibiting a commitment to ―place,‖ as represented by their educational activities, research, outreach, and development partnerships. The current federal administration, private corporations, and foundations have all shown interest in such ―place-based‖ realities by funding and partnering with institutions of higher education to improve their communities. Thus, it is increasingly important that more precise information is collected and disseminated regarding the impact institutions of higher education have on the communities they serve. The Coalition of Urban and Metropolitan Universities (CUMU) was established in 1990, in order to create a niche for urban and metropolitan institutions of higher education that shared a common mission of community engagement. CUMU attempts to meet this mission of engagement through the facilitation of exchange of information among its members about urban and metropolitan issues, the creation of unified approaches to resolving its members‘ common challenges, and by perpetuating a better understanding among policy makers, the higher education community, and the public about the distinctive roles played by urban and metropolitan universities.
    [Show full text]
  • (In) the Region: the Dynamics of University-Engaged Urban Development in Newark, NJ, USA
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by ScholarWorks @ Georgia State University Georgia State University ScholarWorks @ Georgia State University USI Publications Urban Studies Institute Spring 2-10-2020 Anchoring (in) the region: the dynamics of university-engaged urban development in Newark, NJ, USA Jean-Paul D. Addie Georgia State University, [email protected] Follow this and additional works at: https://scholarworks.gsu.edu/urban_studies_institute Part of the Urban Studies and Planning Commons Recommended Citation Addie, Jean-Paul D., "Anchoring (in) the region: the dynamics of university-engaged urban development in Newark, NJ, USA" (2020). USI Publications. 42. https://scholarworks.gsu.edu/urban_studies_institute/42 This Article is brought to you for free and open access by the Urban Studies Institute at ScholarWorks @ Georgia State University. It has been accepted for inclusion in USI Publications by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. Anchoring (in) the region: The dynamics of university-engaged urban development in Newark, NJ USA Jean-Paul D. Addie E: [email protected] | Ph: +1 404 413 0190 | Tw. @JP_Addie https://orcid.org/0000-0002-6091-4301 Urban Studies Institute, Georgia State University 55 Park Place 849D Atlanta, Georgia 30302 USA Paper accepted by Geografiska Annaler: Series B, Human Geography 10 February 2020 Funding Details: This work was supported by the European Union’s Horizon 2020 research and innovation programme under the Marie Sklodowska-Curie grant agreement number 657522. 1 Anchoring (in) the region: The dynamics of university-engaged urban development in Newark, NJ USA While academic and policy analyses have explored universities’ roles in urban regeneration and regional development, issues arising from intraurban collaboration and competition in multi-university city-regions have received scant attention.
    [Show full text]
  • Xerox University Microfilms 300 North Zaab Road Ann Arbor, Michigan 48108 74-3169
    IN FO R M A TIO N TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The following explanation o f techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or “target" for pages apparently lacking from the document photographed is "Missing Paga(s)". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image. You will find a good image of the page in the adjacent frame. 3. When a map, drawing or chart, etc., was part of die material being photographed the photographer followed a definite method in "sectioning" the material. I t is customary to begin photoing at the upper left hand corner of a large sheet and to continue photoing from left to right in equal sections with a small overlap. If necessary, sectioning is continued again — beginning below the first row and continuing on until complete. 4. The majority of users indicate that the textual content is of greatest value, however, a somewhat higher quality reproduction could be made from "photographs" if essential to the understanding of die dissertation.
    [Show full text]
  • The Development of the Urban University Library
    The Development of the Urban University Library ROBERT T. GRAZIER PERSONSOR INSTITUTIONS form a committee, found an association, or publish a journal to solve problems or at least to share in the frustration of failing to solve problems. There is no better index to the woes of librarianship than the list of associa- tions, divisions, sections, committees, round tables, institutes, and groups in the annual organizational issue of the ALA Bulletin. De- spite this impressive roster, urban university librarians have lagged behind their presidents in turning to group therapy. In November 1914 the Association of Urban Universities was formed to promote the study of problems of particular interest to urban universities. It was 43 years later that an informal committee of university librarians met for the first time to chat about their particular problems-some of which are set forth in this issue of Library Trends to edify and in- struct their professional colleagues, Why this late flowering of metropolitan library concerns? Certainly some of the elements of some of the problems discussed in this issue have been a part and parcel of the milieu of the red-brick university. Like the city’s poor, the alumnus, the high school student, and the man in the street have always been with us. (True, there are more of each than there were a generation ago, but by definition any metropolis has a great many of them.) Commerce and finance have always con- gregated in the city, and most communities could boast of a public library before they had a university. It seems plausible that changes in the urban university library and its environs are producing a cultural and instructional resource that attracts the attention of the alumnus, the high school student, the merchant, and the engineer.
    [Show full text]
  • The Metropolitan Mission of a Research University: a Study of the Context and Opportunities for Faculty
    THE METROPOLITAN MISSION OF A RESEARCH UNIVERSITY: A STUDY OF THE CONTEXT AND OPPORTUNITIES FOR FACULTY This study was made possible with the support of the Ernest A. Lynton Research Grant from the Coalition of Urban and Metropolitan Universities, 2001-2003 Emilia Martinez-Brawley Professor of Social Work and John F. Roatch Distinguished Community Scholar Research Assistants Jill Andrews and Kenichi Maruyama College of Extended Education Arizona State University January 2003 Study of the Context and Opportunities for Faculty TABLE OF CONTENTS Preface and Acknowledgements ................................................................3 Executive Summary ...................................................................................6 Understanding Urban and Metropolitan Universities ................................7 Urban and Metropolitan Universities Defined....................................7 ASU, A Research I, Metropolitan University .....................................8 One University: Various Campus Components...........................9 The ASU Downtown Center......................................................10 Achieving the Metropolitan Mission........................................................13 Mission Clarity .................................................................................13 Research/Applied Research Function........................................13 Instructional and Service Functions...........................................14 Aspirations of the Administration and the Faculty ...........................16
    [Show full text]
  • Urban-Serving Research Universities: Institutions for the Public Good
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by HLRC - Higher Learning Research Communications (E-Journal) High. Learn. Res. Commun. Volume 5, Num. 2 | June 2016 Urban-Serving Research Universities: Institutions for the Public Good Desiree Zerquera University of San Francisco, USA Abstract: This manuscript seeks to situate access to higher education as part of the public good of universities, and connect that specifically to the mission of institutions that are charged with carrying this out more than others. One such institution—the Urban-Serving Research University (USRUs)—has a distinct mission that emphasizes not just location within the urban context, but being composed of the city they inhabit. A key and significant part of the USRU mission is to provide access to urban and historically marginalized students in their regions, populations typically underserved by higher education. Further, this manuscript highlights the tensions inherent in this ascribed mission and the threats posed within the higher education environment. Centered within a U.S. context, comparisons to international urban contexts will be drawn to situate these institutions within the global perspective as well and present takeaways that may inform the work of the global community in thinking how to better educate their diverse urban populations. Considerations for research, policy, and practice are posed to challenge the global community to consider ways to better uphold and preserve the significant role of USRUs in providing opportunity. Keywords: urban universities; access; diversity Introduction The diversity of access to higher education opportunities afforded in the U.S. is unmatched by any other system of higher education in the world (Kerr, 2001).
    [Show full text]
  • The Engaged University
    The Engaged University Frank Gaffikin Malachy McEldowney Carrie Menendez David Perry June 2008 Contested Cities – Urban Universities THE ENGAGED UNIVERSITY A study funded by the Belfast Local Strategy Partnership through the Special Support Programme for Peace and Reconciliation, in partnership with Queen’s University Belfast. The findings and recommendations in this report are those of the authors and do not necessarily represent the views of Queen’s University Belfast or related partners involved in the research. This project is part financed by the European Union through the Peace 2 Programme implemented by Belfast Local Strategic Partnership. This paper is one in a series of resources published as part of the CU2 [Contested Cities – Urban Universities] research project, in partnership with, and funded by, Belfast Local Strategy Partnership. CU2 is located in the School of Planning, Architecture & Civil Engineering at Queen's University Belfast. For further information: CU2 Contested Cities – Urban Universities School of Planning, Architecture & Civil Engineering David Keir Building Stranmillis Road Belfast BT9 5AG United Kingdom Telephone: +44 28 9097 4438 / 4006 Fax: +44 28 9068 7652 E-mail: [email protected] Website: www.qub.ac.uk/ep/research/cu2 © Queen’s University Belfast 2008 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photography, recording or otherwise without the permission of the publisher. Images and Logos reproduced by kind permission of Queen’s University Belfast and Gavan Rafferty. Designed by Gavan Rafferty Published by: Queen’s University Belfast Introduction This report explores the potential of ‘the engaged university’ to impact positively on its city-region for the mutual benefit of both academy and the city.
    [Show full text]
  • A Working Model of a New American University Michael M
    A Working Model of a New American University Michael M. Crow and Kimberly Loui Abstract American universities confront unique challenges as they move into the twenty-first century. These include rapid population growth, demographic and economic changes on both global and regional levels, and the numerous local challenges that face today's communities. Modern universities must engage, and in turn be engaged by, their communities in order to improve civic life and the opportunities available to both individuals and institutions. Arizvna State University has tried to develop a model of a New American University in response to today's expanding challenges and opportunities. American universities are both social and economic drivers of their regions. As the world changes, as know ledge expands, as communications become more global and institutional relationships become more complex, universities must continue to expand their roles as knowledge creators and critical educators. In order to meet the demands of the future, research universities, with billions of dollars invested in knowledge creation, have the obligation to connect their extensive knowledge to the needs of society. To do so, universities must engage in use-inspired research and strive to develop the appropriate channels to disseminate new knowledge for the public good. In addition, universities must continue to find new ways to improve social and economic drivers, meet the need for knowledge-based social and economic development, improve the overall educational pipeline, adapt to rapid socioeconomic changes, and garner additional public and private investment. Arizona State University (ASU), the only comprehensive higher education institution in the Phoenix area, encounters a unique set of circumstances.
    [Show full text]
  • Syracuse University Is Supporting Or Initiating 135 Programs Directed
    DOCUMENT RESUME ED 027 467 AC 003 814 By-Ezrnes, Curtis, Ed.,; Splete, Allen, Ed. The University and Social Responsibility. InterimReport. Syracuse Univ., N.Y. Pub Date Jan 69 Note- 53p. EDRS Price MF-$0.25 HC-$2.75 Descriptors -*Adult Education Programs, CommunityService Programs, Course Descriptions, *Disadvantaged Croups, Educational Programs, Financial Support,Leadership Training, Negro History,Program Descriptions, School Community Relationship, *Social Problems,*Universities, *Urban Areas, Volunteers Identifiers-*Syracuse University Syracuse University is supporting or initiating135 programs directed toward problems of the disadvantaged and theurban community. Many programs evolvefrom the University's teachiog and researchfunctions, and others are less structuredand operate on a volunteer basis.The programs have five categoricalfunctions: improving educationalopportunities;helpingthe disadvantaged;solving urban community problems; developing community leadership;and relatingthe University and the neighborhood. Complete descriptions of the programs areincluded in the appendixes, along with a listing of 15 courseofferings which relate to the role and contributions of black Americans in the developmentof the nation. (author/pt) U.S. DEPARTMENT Of HEALTH, EDUCATION & WELFARE PFFICE OF EDUCATION INTERIM REPORT REPRODUCED EXACTLY AS RECEIVEDFROM THE THIS DOCUMENT HAS BEEN POINTS Of VIEW OR OPINIONS PERSON OR ORGANIZATIONORIGINATING IT. EDUCATION STATED DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF POSITION OR POLICY. THE UNIVERSITYAND
    [Show full text]
  • Understanding African American Male Persistence in the Urban University: the Student Expertise Model
    UNDERSTANDING AFRICAN AMERICAN MALE PERSISTENCE IN THE URBAN UNIVERSITY: THE STUDENT EXPERTISE MODEL By Henry L. Robinson A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of Higher, Adult, and Lifelong Education – Doctor of Philosophy 2016 ABSTRACT UNDERSTANDING AFRICAN AMERICAN MALE PERSISTENCE IN THE URBAN UNIVERSITY: THE STUDENT EXPERTISE MODEL By Henry L. Robinson Like its K-12 predecessor, higher education has presented a major stumbling block for many African American males and is great cause for concern (Bonner & Bailey, 2006). Black male completion rates are lowest among both genders and racial/ethnic groups in U.S. higher education (Harper, 2006a; Strayhorn, 2010). African American males are less likely to enroll in graduate programs at rates comparable to Whites or other persons of color (Harrell, Myers & Smedley, 1993), limiting access into certain professions altogether. Attrition is often not due to lack of ability, but to the failure of institutional systems to engage positively with and embrace African American male college students (Wright & McCreary, 1997). Wood (2010) states that while similarities may exist among Black males in different institutional contexts, researchers should be cautious about assuming the uniformity of their experiences. African American male students confront myriad obstacles to their satisfaction with the college experience that may account for their high attrition rates in these institutions (Bennett & Okinaka, 1990). The literature is replete with unanswered questions about African American men’s participation, student success and graduation from college (Cuyjet, 2006; Polite & Davis, 1999). In particular, there is a dearth of research on successful African American males attending urban research universities.
    [Show full text]
  • TITLE Urban University Program, RR-92-02. INSTITUTION Ohio State Legislative Office of Education Oversight, Columbus
    DOCUMENT RESUME ED 393 387 HE 029 063 TITLE Urban University Program, RR-92-02. INSTITUTION Ohio State Legislative Office of Education Oversight, Columbus. PUB DATE Feb 92 NOTE 63p. PUB TYPE Information Analyses (070) Viewpoints (Opinion/Position Papers, Essays, etc.)(120) Reports Evaluative/Feasibility (142) EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Community Development; Higher Education; Metropolitan Areas; *Outreach Programs; Program Effectiveness; Program Evaluation; Social Responsibility; *State Programs; Technical Assistance; Urban Education; *Urban Universities IDENTIFIERS *Ohio ABSTRACT This report evaluates the Urban University Program (UUP), designed to improve urban outreach activities at eight Ohio Universities: Cleveland State University, Kent State University, Ohio State University, University of Akron, University of Cincinnati, University of Toledo, Wright State University, and Youngstown State University. The UUP provides craining and education, research, technical assistance, and data base services to Ohio's urban areas. Assessment involved interviews, observation of meetings, and program document review. Findings are reported in terms of the purpose, funding, organization, and impact of the program. The report concludes that the program has accomplished the general intent of addressing the needs of Ohio's urban centers in a positive manner. Suggested improvements in the program include better information on its impact on cities, a more equal distribution of funds among the eight schools, more priority to developing a state-level audience, more focus by UUP leadership on issues important to program success, and more coordination of local and regional efforts. Recommendations include development of statutory language to clarify the intent of UUP and development of an ongoing evaluation program. Appendixes provide the background questions used for analysis, a summary of UUP activities by school, a listing of research and technical assistance grants, and recommendations by and responses to the review panel.
    [Show full text]
  • Strategic Plan 2014
    Rutgers University–Newark: Where Opportunity Meets Excellence Strategic Plan 2014 Contents From the Chancellor 4 Executive Summary 5-7 Establishing Strategic Priorities Stepping into Our Future Assessing Our Excellence and Sharing Our Successes Introduction 8-20 What is higher education being called upon to do right now? What is our story at Rutgers University-Newark? If this is our moment, what shall we do? Strategic Priorities 21-32 1. Invest in collaboration in academic and research programs 2. Invest in our students 3. Invest in our faculty and graduate and professional students 4. Value our professional and support staff as key to our success 5. Invest in the spaces and places where we live, learn, create, and engage the world 6. Invest in anchor institution collaboration 7. Leverage our diversity and building civic dialogue 8. Tell the Rutgers University–Newark story more effectively Getting Started: Stepping into Our Future 33-38 Action Mode 1: The responsibility of Rutgers University–Newark’s leadership Action Mode 2: Strategic seed-grants Action Mode 3: Creating a sustained understanding of the challenge we face Action Mode 4: Cross-Cutting initiatives – taking a big step forward Assessing Our Excellence and Sharing Our Successes Rutgers University–Newark: Excellence at the Intersection 39 Endnotes 41 From the Chancellor Dear Members of the Rutgers University–Newark Community: If the Rutgers University–Newark strategic plan is, as suggested in the following pages, more akin to a jazz score than a blueprint, then its refrain must be “We are ready!” That active motif resonated throughout our multi-faceted, highly participatory, and democratic visioning process and it reflects the engagement that emerges repeatedly in this document.
    [Show full text]